Transformative Digital Learning Design
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This document discusses principles and criteria for effective digital pedagogy and technology integration in education. It addresses the need for pedagogy to be learner-centered and support multimodal learning. Key principles discussed include clear learning outcomes, appropriate and engaging activities, valid assessment aligned to outcomes, innovative and purposeful use of technology, and support for inclusive practices. The pedagogy should provide formative feedback, opportunities for self-assessment and collaboration, and not be impeded by the technology. Effective technology solutions are described as justifiable, affordable, sustainable and scalable.
Transformative Digital Learning Design
- 7. Source of SAMR model of technology integration: Dr Ruben Puentedura http://www.hippasus.com/rrpweblog/
- 9. Learning best occurs when multi- modal contexts are enabled. We cannot justify pigeon holing students into single mode learning. Steve Wheeler, Plymouth University, 2011 I hear, I know Cognition Deeper Auditory Learning Visual Kinaesthetic I see, I remember I do, I understand Memory Meta Cognition http://www.slideshare.net/timbuckteeth/redesigning-learning-spaces-for-a-digital-world
- 11. Core Pedagogic Core Design Principles Principles http://webarchive.nationalarchives.gov.uk/20101102103654/publications.becta.org.uk//display.cfm?resID=32112&page=1835
- 12. www.shutterstock.com http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality
- 13. Pedagogy aligned to curriculum through Clear objectives Relevant content Appropriate activities Nature of assessment http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
- 14. Pedagogy supportive of inclusive practices i.t.o. Gender Different social and ethic groups Disabilities Different types and range of achievements http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
- 15. Pedagogy to engage and motivate learners as evident in an ethos of being Educational Enjoyable A rewarding interactive experience Conducive to learning http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
- 16. Digital pedagogy should be innovative in approach in that It evidences why learning technologies are being used It uses digital forms which cannot be achieved in any other way It must be fit for purpose. The design and implementation of the digital material or environment is new http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
- 17. Pedagogy that is evidenced by Personalised learning An authentic learning experience Effective outcomes Characteristics of good learning (learner agency, autonomy, collaboration, creativity, metacognition and critical thinking) http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
- 18. Pedagogy should provide assessment AS learning that Is primarily aimed at improving learning Provides rapid fee and constructive feedback Makes provision for peer assessment and self assessment http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
- 19. Pedagogy should provide assessment OF learning that is Valid and reliable Aligned to achievement of learning outcomes http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
- 20. The pedagogy must be Internally coherent and consistent in the way the objectives, content, student activity and assessment match to each other Open and accessible in its design and transparent in its intention http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
- 21. The digital pedagogy should Not allow the technology to impede the learning Allow for scaffolded and supported learning Not require extensive training or instructions Make appropriate assumptions about the ICT skills of learners http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
- 22. Technology solutions should be Justifiable Affordable Sustainable Scalable http://insight.eun.org/ww/en/pub/insight/thematic_dossiers/articles/quality_criteria/equality2.htm
- 25. Source Tony Gurr http://allthingslearning.wordpress.com/2011/12/10/will-the-real-4cs-please-stand-up-again/
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- 29. www.shutterstock.com http://maps.playingwithmedia.com/
- 34. ICE TASK On CITL here: http://www.vclecturer.co.za/index.php?option=com_kunena&Itemid=389&catid=878&id=1709&lang=en&view=topic http://www.youtube.com/watch?v=OzpZaEi3G8U http://academic.stedwards.edu/socialmedia/blog/2012/04/16/teaching-students- to-become-curators-of-ideas-the-curation-project-3/
- 36. When you “Google” something, your search findings are NOT necessarily TRUE CREDIBLE YOURS FREE
- 40. http://www.oercommons.org/ http://www.commonsensemedia.org/educators http://www.cyberwise.org/
- 44. Teachers and students can use Gooru to search for rich collections of multimedia resources, digital textbooks, videos, games and quizzes created by educators in the Gooru community. http://www.goorulearning.org/gooru/index.g#!/home
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- 55. diigo Evernote http://www.teachthought.com/learning/5-ways-classrooms-can-learn-from-mobile-apps/ http://edudemic.com/2012/08/50-smartphone-apps/
- 56. http://www.livebinders.com/play/play_or_edit?id=51894 http://qrcode.kaywa.com/ http://www.qurify.com/en/
- 60. http://edublogs.org/ http://educationaltechnology.ca/couros/2074
- 62. www.scoop.it/t/transformative-digital-learning-design www.shutterstock.com
- 64. Personal Learning Environments PLEs are not only personal web tools and personal learning networks. PLEs are much wider than this, taking in experiences and Steve Wheeler, University of Plymouth, 2011 Personal realia, as well as learning through TV, music, paper Learning Personal based materials, radio & Network Learning more formal contexts. Environment Learning content is not as important now as where (or who) to connect to, to find it. Personal PWTs are any web tools, Web Tools (usually Web 2.0) chosen by learners to support their lifelong learning. Source: http://steve-wheeler.blogspot.com/2010/07/anatomy-of-ple.html
- 68. Anne Whaits Academic Manager Twitter: @vcnam LinkedIn: http://za.linkedin.com/pub/anne-whaits/37/746/31b Curation: www.scoop.it/t/transformative-digital-learning-design www.scoop.it/t/interactive-teaching-and-learning www.scoop.it/t/the-network-is-the-learning www.vclecturer.co.za Email: awhaits@varsitycollege.co.za Varsity College: www.varsitycollege.co.za IIE: www.iie.ac.za